Mathematics Education in the Digital Era
Volume 1 / 2013 to Volume 23 / 2023
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Open AccessDo teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries
Mathematics teachers’ beliefs are central to mathematics teaching and student learning. Because different aspects of motivation and affect—particularly enjoyment—primarily develop within the classroom context,...
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Error Diagnostic Competencies of Pre-service Teachers in Relation to Students’ Activities on Mathtrails
The study examined the error diagnostic competencies of 179 pre-service teachers for primary level in relation to students’ mathematisations in out-of-school learning of mathematical modelling. The pre-service...
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Open AccessMathematical knowledge for teaching and mathematics didactic knowledge: a comparative study
This paper compares and contrasts two approaches that are widely used in the English- and German-speaking discourse on mathematics teacher knowledge: ‘mathematical knowledge for teaching’ and ‘mathematics dida...
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Open AccessMaking university mathematics matter for secondary teacher preparation
Internationally, questions about the perceived utility of university mathematics for teaching school mathematics pose an ongoing challenge for secondary mathematics teacher education. This special issue is ded...
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Open AccessStrengthening mathematical orientation: how university mathematics courses can gain relevance for pre-service teachers
The aim of the article is to discuss how university mathematics courses can become more relevant for pre-service teachers (PSTs). We therefore introduce a concept we call mathematical orientation and develop a...
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The Evolution of Research on Teaching Mathematics: International Perspectives in the Digital Era: Introduction
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The Evolution of Research on Mathematics Teachers’ Competencies, Knowledge and Skills
To assess the effectiveness of teachers and teaching, it is necessary to develop an appropriate understanding of what makes a “good” teacher. According to the framework by Medley, this includes amongst others ...
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Professionelle Kompetenz von Mathematiklehrkräften aus einer mathematikdidaktischen Perspektive
Seit mehr als zehn Jahren liefern uns verschiedene groß angelegte nationale und internationale Vergleichsstudien immer neue und vielschichtige Erkenntnisse über die professionelle Kompetenz angehender und prak...
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Professionswissen von Mathematiklehrkräften – eine einleitende Übersicht
Im vorliegenden Beitrag werden zunächst grundlegende theoretische Konzepte der Forschung zum ProfessionswissenProfessionswissen von Lehrkräften unter Berücksichtigung verwandter kognitionspsychologischer und b...
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Pedagogical Content Knowledge oder Fachdidaktisches Wissen?
Pedagogical content knowledge und fachdidaktisches Wissen werden in der Diskussion zum professionellen Wissen von Lehrkräften oftmals synonym verwendet. Dieser Beitrag hinterfragt diesen Gebrauch kritisch und ...
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A Comparative Analysis of the Orientation to Mathematical Competency Acquisition in School Curricula in Germany, Korea, and Norway
The orientation of school curricula for mathematics in many countries is based on the formulation of central competencies that students should learn in class. The idea of competency orientation takes up centra...
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Gabriele Kaisers wissenschaftliches Werk
Seit Werner Blum, Rita Borromeo Ferri, Christine Knip** und Katja Maaß 2012 Gabriele Kaisers wissenschaftliches Wirken im einleitenden Kapitel der Festschrift zu ihrem 60. Geburtstag bis dato zusammenfassend...
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Open AccessVoraussetzungen und Qualitätskriterien von Mixed-Methods-Studien in der mathematikdidaktischen Forschung
Die Verbreitung von Mixed-Methods-Studien in der Mathematikdidaktik wirft die Frage nach disziplinspezifischen Voraussetzungen und Qualitätskriterien auf. Derartige Studien sollten daher nicht nur pragmatisch ...
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Modelling and Mobile Learning with Math Trails
The chapter provides an orientation on the concept of mobile learning and how it can be pursued with mobile math trails. Math trails that promote essential elements , such as mathematising. Research shows t...
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Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies
In education, the ‘Nordic model’ refers to the similarities and shared aims of the education systems developed in the five Nordic countries—Denmark, Finland, Iceland, Sweden and Norway—after World War II. Trad...
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Equity, Equality and Diversity in the Nordic Countries—Final Thoughts and Looking Ahead
In the process of preparing this volume, especially in our review of previous scientific work on the Nordic model of education, it appeared that different researchers approached the topic primarily in the form...
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Equity, Equality and Diversity—Putting Educational Justice in the Nordic Model to a Test
Equity, equality and diversity are often linked to educational policy within the Nordic countries in the form of goals and principles. This can be traced back to the common educational tradition of these count...
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